Mathematical modeling and directed learning groups were employed in a terminal mathematics course to encourage university students to conceptualize real-world mathematics problems. Multiple assessments were utilized to determine whether students' conceptual development is enhanced by participating in directed learning groups conducted in a learning center. Instituting directed learning groups early in a semester can have long-term effects on students' ability to apply concepts to future problems, feel comfortable participating in groups, increase their understanding of real-world applications, and maintain their confidence and self-efficacy in understanding mathematical concepts.